Ephesians - Homiletics Worksheet

Inductive Studies in Ephesians
with Chris Lang

Summer 2000

Homiletics Worksheet

Clarify the Thesis:

Central purpose of passage:
What is the central point to be considered from the text?

Write down ideas until you mold an adequate and evocative thesis. All of the sub-points and illustrations should contribute to your central thesis.
State the thesis of the passage early and often in your teaching. Each sub-point must refer back to the main point.

Goal of teaching:
Why is the teaching of this passage important: biblical clarification, correction or defending an attitude, belief or behavior. Goal is not always stated, but impacts how material is organized.

Examining the passage:

Summarize. What is the historical, theological or literary context as it relates to your thesis?
What background does your audience need to have before they understand the passage?
What extra information would make the passage come alive?
Explanation/Support. What are the reasons given in the text that support the thesis?
How does the author go about making his point?

Clarify important words/theological concepts.

What is the passage saying or presupposing about key theological issues. Clarification should include illustration and antithesis where appropriate or relevant. This may also be a good place for group input.

What did this passage mean to its original audience?

Application. Discussion questions to get at the practical importance of the study.

What does it mean for us today in the local/universal church?

As I was studying this passage, what occurred to me? How did it challenge me?

How would my life be different if I acted on the basis of this truth? In what positive direction may God be calling on me to act?

Develop an Introduction

Story, illustration or discussion question: Why does your audience need to hear this? Motivate them to listen by establishing the relevance of the topic in their lives.

What current event relates to the point of this passage?

"Imagine what it would be like if. . ." (antithesis to main point or paint a picture of the historical situation)

"Have you ever noticed. . ." (observation question to illustrate diverse opinions on the topic)

"I remember when" (personal experience with topic)

"Have you ever wondered about. . ." (unresolved questions in mind of participants)

Worksheet

Passage:

Thesis:

Goal:

What tone should this teaching have?

Context:

State the relevant historical, literary, theological context (including OT passages).

Explanation/Support

a.
b.

a.
b.

i.
ii.

Relevant antithesis to previous points.

Words or concepts that need clarifying.

Application:

Introduction:

Finishing touches:

Evaluate and reorganize the material as needed.

Ask yourself how every point contributes to the thesis?

Decide whether to let the outline of your passage dictate your outline or whether you’ll refer back to the passage as needed. What is the author’s logical flow? Does your teaching outline reflect the flow of the passage? Does it need to? Decide when to read the verse that states the central point, or the whole passage if it is short enough.